Essex County herald. [volume] (Guildhall, Vt.) 1873-1964, 1887-09-09

The common school lends its ever
puissant aid in all the various affairs
and employmcnts of man. Il is of |
paramount value to the interests of |
common labor. The training and |
discipline of school quickens and en-
ergizes the whole mental structure,
and imparts new vigor and acquisi-
tion to all its varied faculties. The |
eyes are opened, the obscure vision
become realistic, the educated in
diyidual becomes an observer, and
sees and is interested by objects
which the unframed eye and mind
would have passed unnoticed. The
reasoning faculty is also energized,
and the nature, relations, utility and
purposes of things are studied. Thus
people become unconscious philoso-
pliers, in their several ways, with
various depths of insight sHte the
character of the matters that come
before them. f1a8 81
The original object Of common
schools is simply an Instrument fp1,
the acquisition of knowledge. 'sThe,
fundamental principles of education,
familiarly known as the common
school branches, are the simple ele-
ments which are acquired in various
degrees of fullness and accuracy
through their efficacious instrument
e ality. They are generally consider
ed sufficient to prepare youthful
e minds for the common responsibility
t les of life. This preparation enables
: the possessor to transact the usual
: business of life, and everyone should
;, be required and have an opportunity
h to thoroughly understand them be-
t fore reaching maturity.
r What chance does one of ignor.
It ance have in the world at the pres
IS ent era of enlightenment? Car
n he expect to compete will
l. those whose perceptive faculties arr
d sharpened and energized by exten
S. sive, or even ordinary research? Cal
r we expect to be blessed with pros
is perity unless we form the best con
n venience for the education of GU
II youth? No, we must not expect t.
succeed under such adverse circum
stances. We must elevate, educate
energize. Then the grand old shi
IS of state will sail proudly on to
as haven of safety without fear G
u" =" fioundering upon the dull rocks q
al adversely.
,st Thus have ATTEMPTED clearly an
ly effectually to bring before you tn
e. value of common schools to the il
II dispensable interests of commo
NO labor. thrust | have dwelt sufficient
NO upon this department of my subjeC
nd to demonstrate obviously that tt
n assertions l have made in regard I
or it are established facts, that nor
p but ignominious skeptics dare den
nu But the utility of common schoo
70 yet becomes apparent in diffcrel
nd and still more important way. The
rs are the main source by which erin
and vice may be most effectual
abolished. 1t is a very obvious ia
that education acts etficaciously
restraining vice and crime. Whe
the education is purely of q ment
oh aractcr it restraints by teachir
he the divine truth expressed in Il
ire antique maxims, that, 'ITonesty
nd the best policy" that, Swine is
'g. mockcr and strong drink is raging
'ti- where it rises to the dignity and i
he fluence of Christian education,
as teaches not only the restraints of tt
EN- intellect, but the higher restrain
'ou of the conscience. 1t nurtures
ge assiduous disposition to do right al
Ike checks sordid liking to do wron
ov- 1t becomes restraining force,
me moral power, over the appetites al
ION passions of man.
ION 1t is society that forms the publ
'er, sentiment, and the present drift
up affairs is toward much CORFU
age society. The common schools a
the the agents that will moralize societ
up and they, therefore, should be plac
ep' within the reach of all. Quetel,
hts the most philosophical statistician
the Europe, says that, Society prepal
'ol- the crime which the criminal CO
My mits." This is saying worthy
to that great man. 1t is true, in L
ten only real, but most profound
md moral and philosophical sense. Tn
ltu- what is society, and what prepar
I'M. [ Il fon ;.,I:.,..l o "a ~. e